AniSci Lesson Plan 1 Essays - Learning, Behavior Modification

AniSci Lesson Plan 1 Essays - Learning, Behavior Modification Chloe Kern Final Creative Work Animal Science 04/28/19 For this creative work, I have decided to make three lesson plans. These plans are geared toward an audience of Kindergarten-Second graders with little to no experience or knowledge about these topics. As an early childhood education major, I firmly believe that children should learn about animals and the connections that they have in their life from a very young age. This is something that I hope to incorporate into my future classroom so that students have an understanding, even if it begins as basic, of the world and all the animals around them. This lesson plan will focus on three main content areas: animal products, nutrition, and behavior. They will be put together in a way that will allow the educator to separate and expand on each content area or to teach these sections all at one time. In order to create a deeper level of understanding for each section, I feel that separating each specific lesson may be the most effective way to engage students. Each content area will hav e its own creative activity to enhance student understanding, but if there are time constraints these objectives can be reached without the creative activity. The central theme of these lessons focuses on helping students to understand the similarities and the connections that they have to animals. Lesson Plan #1 Age: K-2 Subject: Animal Science Topic: Animal Products Eggs and Fiber Time + Pacing Central Focus of Lesson: At the end of the lesson, students should feel comfortable recognizing that they most likely use and see animal products in their daily lives Part 2: Content Objectives SWBAT name at least one animal product that they have seen/used in their daily lives (meat, eggs, fibers) SWBAT name the 4 main different parts of an egg (shell, membrane, egg white, yolk) SWBAT name at least one type of fiber and where it comes from Key Vocabulary Shell Membrane Egg White Yolk Fiber Wool Cashmere Prior Academic Learning and Prerequisite Skills: Students have very little prior knowledge of this subject and these topics Students should also have a prior knowledge of how to use art supplies Students should be aware of typical classroom procedures Materials Needed Piece of Wool Piece of Cashmere White "Easter Eggs" Saran Wrap Small Yellow Pom Poms White Tissue Paper Board Projector Part 3: Lesson Introduction Gather the children in a group and explain that they are going to be learning about the things they use or see that comes from animals Ask students if they have any examples of things that they have used or seen that come from animals When suggestions are given, write them on the board and discuss with the group. If incorrect suggestions are given, write them on the board, discuss, and correct misconceptions before erasing incorrect information. After they are out of suggestions, explain that today they are going to be focusing on 2 types of products: eggs and fiber 5-10 min Introduction of New Information Begin with discussing Fibers: "Does anyone know what fibers are?" Give time for several students to answer, and if correct answer is not given then tell students that fibers come from the hair of animals, and they can sometimes be used to make cloth. Pull out the two examples of fiber that are included in materials Wool and Cashmere Let the student feel these two types of fiber "How are these two different?" After some discussion of the difference of the way these two types of fiber feel, call groups attention to the projector "These two types of material come from two different animals" The Wool (it may be helpful to hold up this piece so students can reference it): comes from sheep (project a picture of sheep). It is thicker than the other type of fiber we are talking about today. On sheep, it is the kind of fiber under a coat of hair. There are different types of wool that come from different types of sheep. The Cashmere (it may be helpful to hold up this piece so students can reference it): comes from goats (project a picture of goat), It is thinner/finer than the other type of fiber we are talking about today, and it grows under other hair like wool. Next, begin the discussion of Eggs: "How many of you like to eat eggs?" Give students time to raise hands "Does anyone know where the eggs we normally eat